Rationale:To learn
to
read words, children need to know the speech sounds associated with
written
letters in words. They also need to know how to put those sounds
together to
form a pronounceable words. Finally, children need to recognize words
rapidly.
(Beck, 25) The graphemes o_e sometimes stand for the sound /O/. This
lesson
will help children identify the long O sound, /O/, in spoken words by
learning
a meaningful representation and a letter symbol, practicing the /O/
mouth
moves, and finally practice finding /O/ in both written and spoken
words.

Materials: Primary paper and pencil, chart with tongue
twister “Rose
ran alone back home.”, Elkonin boxes for each student, ziplock bag with
the
letters a, b, c, d, e, e, f, i, k, l, n, o, r, s, t, Large Elkonin
letterboxes
with Velcro/tape in the center of each box for the teacher,the
following
letters with Velcro/tape on the back for the teacher (letters should be
large
enough for all students to see:a, b, c, d, e, e, h, i, k, l, n, o, r,
s,
t,Markers/chalk for white
board/chalkboard, List of words separated by the number of phonemes for
the teacher,

2- each, see

3-rose, poke, take, bone,rake, dome

4- alone

5- stroke

List of words
spelled for
each student to pronounce: (words should be in different order than
they were
previously) stroke, rake, dome, rose, see, alone, each, take, bone, poke

Flashcards of the
following
words: smoke, dive, peak, mop, shoe, plop, stone, spoke, Lists
of words
that are on the flashcards for assessment (one for each student),
decodable
book Bo and Rose for each student.

Procedures:

1. Before beginning
the
lesson, it would be a good idea to review another long vowel that
illustrates
the same pattern like i_e.Do you
remember when we saw words that contained i_e? What was special about
this
pattern? Allow for student responses. If no students respond, say how
about I_e
says /I/ and the e is silent? Remember that? What are some words that
have I_e?
Can anyone tell me? Call on students for responses. Responses could
include
bike, side, etc. Let’s see if I hear the /I/ sound in some words. Let’s
see…
ride. Rrrrrr….iiiiii…..dddd… I heard the /I/ in ride. Did you? Good job!

2. After reviewing,
ask the
students if they have ever been stuck on a problem and finally figured
it out.
What did you say when you finally found the answer? Sometimes I might
say
Ohhhhh, I got it! Today, we are going to learn about the long o sound.
We hear
the /O/ in many different places. When we hear /O/ today, I want you to
put
your hand on your cheek and say /O/ like you just found the answer to a
really
hard problem. Can everyone try it with me? /O/. Terrific.

3. Okay, class just
like we
spelled letters with the /I/ sound in them, we are going to spell the
/O/ sound
the same way by adding a silent e to the end. Let’s see… if I wanted to
spell
the word rose, I would say the word to myself and stretch it out so I
could
hear each sound. Let’s seeRrrrr-ooooo-sssssss.
I heard the /O/ sound really pop out in rose, did you? If I were to
write the
/O/ sound on the board by itself like this, o, what sound would that
make? /o/
That’s right, but if we had a silent e to the end, the o would say /O/.
Now let’s
add the r at the beginning and the /s/ s at the end and that says rose.

4. Let’s read our
tongue
twister. I will read it one time for you, then I will point to the
words and we’ll
read it together. Rose ran alone back home. Okay, class, you say it
with me:
Rose ran alone back home. Good job. Did anyone hear any /O/ sounds? I
did. Let’s
stretch out the words with the /O/ sound like this: ROOOOOseran alOOOOOne back hOOOOOme. Try it with me.
Terrific.

5.Now that we’ve learned about the /O/ sound
and we’ve figured out how to find it in words that we say, we’re going
to see
if we can spell words with the /O/ sound in them." At this time, give
students their individual Elkonin boxes and plastic bags. Ask students
to
remove their letters from the bag and fold their Elkonin boxes so that
only
three of them are showing. Also, teachers can use this time to set up
your
letterboxes on the board.

6. Remember when I
said
earlier that I needed to spell the word rose and I said each sound to
myself
and wrote it on the board for you to see? Well, now you guys are going
to do
the same thing as we spell these words. In your boxes, you are going to
place
each individual sound not letter as I call the words to it. Since we
are using
our letterboxes today, the silent e that we talked about earlier can go
outside
your boxes because we don’t hear it. Let’s try a word together first.
How about
the word bone. Let’s see I hear bbb-bbb-bbbb-oooo-ooooo-nnnnnnn I hear
/b/ /O/
and /n/ but if I leave the o by itself it would say /o/ so I am going
to put
the silent e outside the third letterbox so that o will say /O/. Bone.
Does
everyone see that? Do any of you have any questions? Good job, then we
will
move on.

7. Since everyone
has their
letterboxes out, let’s fold them so only two are showing. Let’s start
spelling
our words. Remember, we are going to place each individual sound, not
each
individual letter in our letterboxes. Using two letterboxes, I want you
to
spell the first word each. Each. Each of you are very smart. Use this
time to
walk around and observe students as they are spelling words. If
problems are
evident, model for students the correct way to find the answer.folded to where only three are showing, I
think we’re ready to begin spelling words! Remember to think about each
sound
that you hear and place each sound into a different letterbox. Okay,
how about
the word see. See. I see you.Keep
walking around students to make sure they are being successful with
their
spellings.Good job. Now, we are going
to use three letter boxes. Let’s spell the word poke. Poke. My mom
tells me to
be quiet or she will poke me. Pole. Finish the three, four, and five
phoneme
words the same way. Have students change the number of letterboxes at
the end
of each list.

8. Once all the
words have
been spelled, give each student a list of words. Now that we have
finished
spelling all of our words, we are going to read these words one at a
time from
top to bottom. Each time I clap, I want you to read the next word. Put
your
listening ears on and let’s begin. Clap and begin reading the words.
Walk
around and make sure all students are being successful.

9.After reading the list, gather students
together and give a book talk about Bo and Rose. Rose has a pet
goat
named Bo. Rose ties Bo up so he will not run away. But something bad
happens.
Bo chews through his rope and runs away. Will Rose ever find her pet,
Bo,
again? We’ll have to find out when we read Bo and Rose.
Distribute class
copies of the book and divide students into partners. Every time you
read a
word with /O/ in it I want you to point to your partner okay?

10. For assessment,
allow
each student to read Bo and Rose to partners and have the
partners fill
out assessment sheets such as I noticed you read faster, with more
expression,
more fluently, etc. This will be done during the 2nd reading
by each
student.Then, show each student flashcards with words
including o_e
= /O/ and previous correspondences learned. Allow the student to read
each word
while you check the words on a list, making note of any miscues. The
word list
may include words such as sop,smoke, take, sneak,
mope,
slope, pop, stone, and him. Words with
the /O/
sound will be useful in order for students to be able to distinguish
between
the short and long o. (/O/ and /o/)

*Elkonin
letterboxes may be
made for each student by cutting cardstock paper into 4" x 4" squares
and taping them together so that they can easily fold. For teacher
letterboxes,
¼ of a poster board may be used for each letterbox, using the
same taping
method.